The Research On Psychological Capital Of Teachers In Inter-schools Exchange

Promote equity in education; balanced development of education resources are the demands of Compulsory Education Reform. There has been a phenomenon of unequal educational resources in most areas of China. In addition to hardware resources are not balanced, it also includes teachers' comprehensive quality uneven. In this case, the inter-school exchange of teachers in compulsory education system is an effective way to promote the balanced development of China's educational resources. In order to promote the development of teachers' exchange system, China promulgated a series of policies since 1999. Under the impetus of the policy, some regions of China have launched a teacher exchange practice, but in practice there are many problems, resulting in the exchanging teachers lack enthusiasm and initiative in the exchange process, and even psychological conflict, reducing the exchange effectiveness. Psychological capital is a positive psychological power of the individual growth and development, for the exchanging teachers' psychological training and capital management, and actively help to improve the mental state of the exchange of teachers, so that the exchanging teachers' teaching in a positive, optimistic attitude to face the difficulties, enhance the professional level, to promote change in weak schools, teachers to achieve the purpose of communication.Self-efficacy, love and other classic psychological capital and the usual teacher, is a form of psychological capital on the teacher of this subject; it has the general characteristics of psychological capital. Teachers' psychological capital is engaged in educational activities and active participation in school management activities mental strength, it affects teachers "become" and "being" what kind of teachers. While the concept as a form of teachers' psychological capital is raised only in recent years, but as a teacher activity form of psychological capital has long been widespread concern and attention since ancient times. However, the usual classic and construct teachers' psychological capital theory is not perfect, it can not reveal the entire contents of teachers' psychological capital contains. Meanwhile, in view of the ever-changing education system and the environment, we should force teachers more positive psychological characteristics of the era and change the concept of psychological capital into the teacher to understand the content, development and management. Taking into account the new education system and environmental needs teachers from "school" change to "distinct", the author believes that teachers' perceive force, teachers' leadership, teachers' organizations and teachers' resilience as positive psychological force in teaching activities, must be incorporated into the content of the teachers' psychological capital to be recognized, development and management.On the basis of a lot of basic reference literature, periodicals, books and the components and influence factors of teachers' psychological capital, designed to teachers' psychological capital as the main content of the survey questionnaire and interviews. Given the small number of teachers exchange and distribution is more scattered, mostly for short-term exchange and teachers with social desirability tendencies and other reasons, the paper selected two high schools in X city for high-quality research, to understand the teachers'psychological capital in high schools, to provide the right direction for weak schools to promote teachers' psychological capital. From the inter-schools exchange's situation all over the country can be seen, there are still many problems in inter-school exchange practices. To sum up the situation of teacher exchange in weak schools, we find, in the process of exchanging, the weak foundation of the students, not good cooperation colleagues, managers accustomed to perform, obvious bureaucratic and a closed authoritarian organizational culture and so on, these common phenomena, placed exchanging teachers in totally "unfamiliar environment", which is let teachers' awareness, leadership, organizational identity and resilience force a huge challenge. To promote teachers' psychological capital, weak schools need to be changed. Specific strategies include:establish cooperation reflection system, to arouse the exchanging teacher's perception; reconstruct school culture to stimulate the leadership of exchanging teachers; strengthen school management to encourage exchanging teacher's organizational identification; enhancing school support to activate the resilience of exchanging teachers.